Choral practice and music production as vectors for socio-emotional development and entrepreneurship in basic education: the implementation of the MAEMI model
Choral practice and music production as vectors for socio-emotional development and entrepreneurship in basic education: the implementation of the MAEMI model
DOI:
https://doi.org/10.51473/rcmos.v1i2.2025.2211Keywords:
Music Education. Choral Singing. Phonographic Production. MAEMI Model. Social Transformation.Abstract
Music education in the contemporary school context transcends the mere decoding of sound symbols or the technical reproduction of sheet music, taking on a structuring role in citizen formation and the socio-emotional development of students. This scientific article proposes a critical analysis of the implementation of large-scale choral practices and technological music production workshops as active strategies to mitigate social vulnerabilities and foster youth entrepreneurship. The methodology adopts a mixed design (qualitative-quantitative) of a longitudinal nature, analyzing a sample of 3,000 students in the State of Rio de Janeiro between 2015 and 2024. The study formalizes the structuring of the Araujo Model of Integrated Music Education (MAEMI), exploring the epistemology of choral singing as a democratic micro-society and the use of phonographic composition as a mechanism of institutional denunciation, specifically in the fight against child labor. Longitudinal results indicate that the hybridism between art, digital technology, and social responsibility generated a reduction of up to 35% in school dropout rates, directly impacting over 10,000 students throughout 25 years of professional activity. It is concluded that the music educator acts as a mediator of holistic development, instrumentalizing the individual for the demands of the 21st-century creative economy.
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Copyright (c) 2025 Evandro Siqueira de Araujo (Autor)
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